Relevant bibliographies by topics / African American Parent Involvement

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'African American Parent Involvement'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "African American Parent Involvement"

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Trotman, Michelle Frazier. "Involving the African American Parent: Recommendations to Increase the Level of Parent Involvement within African American Families." Journal of Negro Education 70, no. 4 (2001): 275. http://dx.doi.org/10.2307/3211280.

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Butler, Ashley M., Marisa E. Hilliard, Courtney Titus, et al. "Barriers and Facilitators to Involvement in Children’s Diabetes Management Among Minority Parents." Journal of Pediatric Psychology 45, no. 8 (2020): 946–56. http://dx.doi.org/10.1093/jpepsy/jsz103.

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Abstract Objective This study aimed to describe parents’ perceptions of the factors that facilitate or are barriers to their involvement in children’s type 1 diabetes (T1D) management among African American and Latino parents. Methods African American and Latino parents (N = 28) of 5- to 9-year-old children with T1D completed audio-recorded, semi-structured interviews that were transcribed and analyzed using thematic analysis. Themes were identified that aligned with the theoretically-derived Capability–Opportunity–Motivation–Behavior (COM-B) framework. Results Parents described Capability-based facilitators of parent involvement, including positive stress management, religious/spiritual coping, organizational/planning skills, and diabetes knowledge. Capability-based barriers included child and parent distress. Interpersonal relationships, degree of flexibility in work environments, and access to diabetes technologies were both Opportunity-based facilitators and barriers; and Opportunity-based barriers consisted of food insecurity/low financial resources. Parents’ desire for their child to have a “normal” life was described as both a Motivation-based facilitator and barrier. Conclusions African American and Latino families described helpful and unhelpful factors that spanned all aspects of the COM-B model. Reinforcing or targeting families’ unique psychological, interpersonal, and environmental strengths and challenges in multilevel interventions has potential to maximize parental involvement in children’s diabetes management.
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Dodd-McCue, Diane, and Alexander Tartaglia. "African American Consent and Nonconsent Cases: Are There Significant Differences?" Progress in Transplantation 17, no. 3 (2007): 215–19. http://dx.doi.org/10.1177/152692480701700309.

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Background Previous research has examined the differences in organ donation consent rates between African Americans and other racial/ethnic groups. However, there is limited examination of whether differences exist between African American families that consent and those that do not. Objective To examine if there are significant differences between African American families that consent to donation compared to those that do not. Methods A random sample of 120 African American potential donor cases from an academic medical center between 1997 and 2004 were included in this study. Variables of interest included next-of-kin relationships, family interactions, knowledge of donor wishes, family initiation of the donation discussion, and satisfaction with the donation process. Results The data include 32 consent and 88 nonconsent cases. Compared to nonconsent cases, consent cases differed significantly in next-of-kin knowledge of donor wishes, frequent involvement of parents, and infrequent involvement of spouses. Donor wishes were known in 19% of consent cases but in none of the nonconsent cases. A parent was the dominant next-of-kin decision maker in 68% of consent cases, compared to 36% of nonconsent cases. A spouse assumed the dominant role in 29% of nonconsent cases but in only 6% of consent cases. Of these differences, wishes known, parental involvement, and spousal involvement were statistically significant ( P= .000, P= .002, and P= .013, respectively). Conclusions The results highlight the statistically significant differences between African American consent and nonconsent cases: knowledge of donor wishes and those involved in the donation decision. These results reinforce the importance of programs that encourage African American families to discuss donation with loved ones.
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Heath, AC, PAF Madden, JD Grant, TL McLaughlin, AA Todorov, and KK Bucholz. "Resiliency factors protecting against teenage alcohol use and smoking: influences of religion, religious involvement and values, and ethnicity in the Missouri Adolescent Female Twin Study." Twin Research 2, no. 2 (1999): 145–55. http://dx.doi.org/10.1375/twin.2.2.145.

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AbstractThe objective of this study was to investigate the contribution of ethnicity (African American vs European/other ancestry), family religious affiliation, religious involvement, and religious values, to risk of alcohol and cigarette use in adolescent girls; and to estimate genetic and shared environmental effects on religious involvement and values. Telephone interviews were conducted with a sample of female like-sex twin pairs, aged 13–20 (n = 1687 pairs, including 220 minority pairs), as well as with one or both parents of twins aged 11–20 (n = 2111 families). These data, together with one-year follow-up twin questionnaire data, and two-year follow-up parent interview data, were used to compare ethnic differences. Proportional hazards regression models and genetic variance component models were fitted to the data. Despite higher levels of exposure to family, school and neighborhood environmental adversities, African American adolescents were less likely to become teenage drinkers or smokers. They showed greater religious involvement (frequency of attendance at religious services) and stronger religious values (eg belief in relying upon their religious beliefs to guide day-to-day living). Controlling for religious affiliation, involvement and values removed the ethnic difference in alcohol use, but had no effect on the difference in rates of smoking. Religious involvement and values exhibited high heritability in African Americans, but only modest heritability in EOAs. The strong protective effect of adolescent religious involvement and values, and its contribution to lower rates of African American alcohol use, was confirmed. We speculate about the possible association between high heritability of African American religious behavior and an accelerated maturation of religious values during adolescence.
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Cooper, Camille Wilson. "Parent Involvement, African American Mothers, and the Politics of Educational Care." Equity & Excellence in Education 42, no. 4 (2009): 379–94. http://dx.doi.org/10.1080/10665680903228389.

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M. Hines, Erik, L. DiAnne Borders, Laura M. Gonzalez, José Villalba, and Alia Henderson. "Parental involvement in college planning." Journal for Multicultural Education 8, no. 4 (2014): 249–60. http://dx.doi.org/10.1108/jme-06-2014-0025.

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Purpose – The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process. Design/methodology/approach – The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples. Findings – This is a conceptual article. Practical implications – School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion. Originality/value – This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.
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Griffin, Dana. "Parent Involvement with African American Families in Expanded School Mental Health Practice." Advances in School Mental Health Promotion 4, no. 2 (2011): 16–26. http://dx.doi.org/10.1080/1754730x.2011.9715626.

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Graue, Elizabeth, Melissa A. Clements, Arthur J. Reynolds, and Michael D. Niles. "More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers." education policy analysis archives 12 (December 24, 2004): 72. http://dx.doi.org/10.14507/epaa.v12n72.2004.

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This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American) in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.
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Loder-Jackson, Tondra L., Andrew N. Mcknight, Michael Brooks, Kenneth Mcgrew, and Deborah Voltz. "Unmasking Subtle and Concealed Aspects of Parent Involvement: Perspectives From African American Parents in the Urban South." Journal of School Public Relations 28, no. 4 (2007): 350–78. http://dx.doi.org/10.3138/jspr.28.4.350.

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Baker, Claire E. "Does Parent Involvement and Neighborhood Quality Matter for African American Boys' Kindergarten Mathematics Achievement?" Early Education and Development 26, no. 3 (2014): 342–55. http://dx.doi.org/10.1080/10409289.2015.968238.

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Dissertations / Theses on the topic "African American Parent Involvement"

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Foley, Avis. "African American Parent Perceptions of Barriers to Parental Involvement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1846.

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Parental involvement in schools has been linked to student academic success and dropout prevention. However, some parents are disenfranchised by the educational system because they do not know how to become involved in the schools. The purpose of this study was to identify the barriers to parental involvement in a rural school district with increased dropouts and low academic success. Epstein's framework provided structure to analyze the ways parents participate in schools, classify the barriers, and organize suggestions for improvement. The research questions focused on African American parents' perceptions of barriers to parental involvement by using a focus group, interviews, and a questionnaire. A qualitative research design and case study interviewing approach identified barriers to parental involvement. The sample consisted of 20 African American parents of middle and high school students. Data analysis included coding and categorizing themes. Findings revealed 4 specific barriers to parental involvement that included (a) unclear understanding of parental involvement, (b) inadequate school communication, (c) ineffective school leader support, and (d) communal disintegration. In addition, most parents identified varied teacher conference times as the most effective influence in promoting parental involvement. The project stemming from this doctoral study is the beginning of an ongoing parent engagement network that will utilize the educational network platform Edmodo to aid parents in implementing effective parental practices. The potential for social change includes increased academic success, improved behavior, and increased esteem among students as a result of active parental involvement.
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McGowan-Robinson, Laura J. "African American Parental Engagement in a Public Middle School| Contributing Factors." Thesis, Loyola Marymount University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155685.

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<p> Parental engagement with schools is often considered one of the major contributing factors to a child&rsquo;s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent&rsquo;s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child&rsquo;s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.</p>
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Henry, Deloris P. Arnold Robert. "African American parent involvement in the elementary education of their children." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633413.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 22, 2006. Dissertation Committee: Robert Arnold (chair), Patricia Klass, Larry McNeal, Joe Parks, Seymour Bryson. Includes bibliographical references (leaves 76-84) and abstract. Also available in print.
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Howard, Eric D. "African American Parents’ Perceptions of Public School: African American Parents’ Involvement in Their Childrens’ Educations." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2575.

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The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students. The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration. This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children. Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.
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Grant, Lott Felita. "Marginalized African American Grandmothers Raising their School-Aged Grandsons: Perspectives on Parental Involvement." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4496.

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Literature suggests strong, positive and mutual relationships between home and school lead to higher levels of success and achievement for students. Schools should begin to focus on being more aware and sensitive to the cultural and social wealth that marginalized families carry. When institutions of learning begin to tap into and embrace the strengths of their families, it is likely to be of mutual benefit for the students, staff and families. Utilizing qualitative research methodology, this study sought to understand African American grandmothers' perspectives on parental involvement, and identify strategies that supported, maintained, and facilitated their involvement in the educational process of the grandsons in their care. In this research study, I specifically sought to address the following questions: * How do African American grandmothers see their involvement in their grandchildren's education? * How have the grandmothers shaped their involvement in the education of the grandchildren under their care? What influenced their involvement? * What are their perspectives on the level of involvement in the education of the grandchildren under their care? * What do African American grandmothers see as barriers and opportunities as they try to guide their grandchildren through formal schooling? The cultural capital theoretical framework helped to understand and interpret the experiences of the African American grandmothers in this study raising their grandsons. The framework also helped to understand how each grandmother constructed and perceived their roles as grandmothers. In terms of support for the theory, the findings collected through interviews revealed that despite past oppressive conditions, barriers and cultural incongruence associated with schools, the grandmothers stayed abreast of and connected to school norms and practices for the benefit of their grandsons. Although each grandmother displayed a combination of capitals and wealth, aspirational wealth, resonated across each capital. Major themes of the study included: Grandmothers: Mothering and Leading by Example; Family and Communal Support: "It Takes a Village;" Grandmothers Engaging in Traditional Parental Involvement Activities; Grandmothers-Grandsons as Co-learners; and Grandmothers' Critique and Advice for Schools. Implications for future research includes creating supportive and caring school environments, ensuring that school leaders and staff display welcoming behaviors and demonstrate support in parental involvement programs, and school leaders and teachers having and maintaining high expectations. Understanding how African American grandmothers and other family members, construct, perceive and enact certain cultural wealth and social capital should become more prevalent in scholarly work and research. Parents of different races and culture favor different forms of involvement. Implications from this research study suggest that educators and school leaders must begin to acknowledge, address, and value the cultural differences and social wealth that African American grandmothers and family members possess.
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Coleman, Dana Adams. "The Schooling Experiences of African American Males Attending Predominately White Independent Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10691113.

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<p> This dissertation seeks to examine the schooling experiences of African American males attending predominately White independent schools in California. Using Critical Race Theory as a theoretical framework and the factors contributing to schooling experiences, this qualitative research explores the role of student self-perception, teacher expectations, and parent involvement as contributing factors to participants overall schooling experiences. Utilizing counterstorytelling as a means of capturing the rich narratives shared by the participants, data analysis included holistic content coding based on themes that emerged from narrative examination. Findings indicate how parent involvement became the overarching critical component that was most significant in positive schooling experiences for Black males. These findings also support the need to continue to examine the shortage of literature examining the schooling experiences of Black males in predominately White independent schools.</p><p>
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Ware, Franita. "African-American parents and educators' viewpoints on the need for parental involvement in African-American children's education." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/2647.

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This exploratory study elicited the opinions of urban, inner-city, African-American parents as documented by their responses to an informal survey. The survey focused on parental viewpoints regarding the need for their involvement in the education of their children. Literature was reviewed on educators' viewpoints on the need for parental involvement. Specific attention was given to current literature by African-American educators and studies on African-American parental perspectives. The opinions of the sample of parents participating in this study agreed with current writings of educators on the need for parental involvement. There also was an indication of interest in parent education. There is a paucity of research on the opinion of African-American parents on issues affecting their children's education and their roles in the classroom. Additional research should be done with a control group experimental design in an effort to further clarify the validity of the findings and to continue study of African-American parental involvement and their perspectives regarding their roles and functions in school settings.
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Mack, Gisele L. "The Faceless and Voiceless Parents: How They Help Their Children Succeed in School." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1100139154.

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Darter-Lagos, Michelle. "Parent involvement : differences between African Americans and European Americans in one Florida school district." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001735.

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Byrd, Dechele Marie. "Parental Involvement| The Impact of One-Parent Households on Postsecondary Educational Attainment of African American High School Males." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13809521.

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<p> This study explored of the practices and routines of one-parent households and the impact on post-secondary educational attainment of African American males. It adopted a post-positivist approach, using a qualitative phenomenological study design to construct descriptions of the lives of one-parent households whose sons are accepted and planning to enter college in the fall or are currently completing their freshman year. </p><p> The study used data from 10 1-parent households with African American sons committed to attend a college in the fall semester of 2018. The population sought to address maximum variability in participants&rsquo; parenting background, and the routines and practices in that existed in the home and contributed to their sons achieving educational attainment beyond high school. In doing so, the study sought to provide a comprehensive understanding of the characteristics of one-parent households who have provided an environment for their African American sons to seek and obtain post-secondary educational attainment. </p><p> The study used multiple methods of data collection for a 5-week period. I collected data through a questionnaire and semi-structured interviews. The study may enhance current knowledge of this subject in a variety of ways. It strove to understand specific ways the parent actions influence African American males to attend post-secondary options by identifying the routines and practices of 10 one-parent households who have African American sons who are committed to attend a college or a university in the fall immediately after graduation from high school. It also sought to identify further significant influences of one-parent households&rsquo; strategies that guided their sons to seek and attain post-secondary options through continuing their education. Additional inquiry seeks to add to our knowledge the ways one-parent households organize their daily routines and support for African American high school males to seek and attain post-secondary options upon graduation from high school.</p><p>
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Books on the topic "African American Parent Involvement"

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At-risk "parent and family" school involvement: Strategies for low income families and African-American families of unmotivated and underachieving students. Charles C. Thomas, 1993.

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Pedroni, Thomas C. Market movements: African American involvement in school voucher reform. Routledge, 2007.

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Warfield-Coppock, Nsenga. The African American woman and the parent role. N. Warfield-Coppock, 1989.

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Loos, William H. The forgotten "Negro Exhibit": African American involvement in Buffalo's Pan-American Exposition, 1901. Buffalo & Erie County Public Library and The Library Foundation of Buffalo & Erie County, 2001.

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Malson, Micheline R. Understanding Black single parent families: Stresses and strengths. Stone Center for Developmental Services and Studies, Wellesley College, 1986.

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Winters, Wendy Glasgow. African American mothers and urban schools: The power of participation. Lexington Books, 1993.

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Bean, Steve. Parent-child connectedness: Voices of African-American and Latino parents and teens. ETR Associates, 2005.

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Williams, Kelly. Single mamahood: Advice and wisdom for the African-American single mother. Carol Pub. Group, 1998.

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Williams, Kelly. Single mamahood: Advice and wisdom for the African-American single mother. Carol Pub. Group, 1998.

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J, Franklin Anderson, and Toussaint Pamela, eds. Boys into men: Raising our African American teenage sons. Dutton, 2000.

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Book chapters on the topic "African American Parent Involvement"

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Hiatt-Michael, Diana B. "Parent Involvement in American Christian Schools." In International Handbooks of Religion and Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_36.

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Sheely-Moore, Angela I. "Child Parent Relationship Therapy with African American Parents." In Child-Centered Play Therapy Research. John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269626.ch19.

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Lang, Marvel A. "Southern African Urban Development: Prospects for Involvement of American Institutions." In International Science and Technology. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11672-0_7.

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Miller, Olivia Patrice-Chante', and Regina L. Banks-Hall. "Parental Involvement in Education." In African American Suburbanization and the Consequential Loss of Identity. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch007.

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This chapter examines the key factors of parental involvement in relation to African-American students' academic success. Researchers identified that school failure is common among low-income African-American youth in the United States. This achievement gap requires a review of areas, such as poverty and crime, family environments, parenting styles, and academic race stereotypes, that could possibly affect African-American's academic achievement. Data from the Bureau of Justice Statistics National Crime Victimization Survey revealed that opportunities exist in reducing poverty and crime in African-American communities. Additionally, factors such as school-district locations may impact African Americans' perception of education. Most low-income schools lack educational resources to support students with increased learning needs which leads to greater disparities in developmental outcomes. Using social-cognitive theory as a framework, the authors found that increased parental involvement may improve African-American students' self-efficacy for increased academic motivation.
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Garrett, Greg. "Best Supporting Actors." In A Long, Long Way. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190906252.003.0003.

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After many years of racial derogation or absence, Casablanca and Gone with the Wind are films that offered larger and more representative roles for black actors, in line with the greater involvement African Americans experienced in American culture with the coming of World War II. While Sam (Dooley Wilson) is not the focus of Casablanca, his role in the film goes far beyond earlier roles for black people, and his friendship is essential in shaping Rick (Humphrey Bogart), the film’s hero. While he disappears in the last part of the film, Sam is a character who makes Rick’s transformation possible, and points to the coming awareness of America’s multicultural reality.
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Wittenstrom, Kim, Donald J. Baumann, John D. Fluke, J. Christopher Graham, and Joyce James. "The Impact of Drugs, Infants, Single Mothers, and Relatives on Reunification." In Decision-Making and Judgment in Child Welfare and Protection. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190059538.003.0009.

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Using a Decision-Making Ecology (DME) approach and proportional hazards models, the study reviewed in this chapter isolated four case factor profiles that interacted strongly with race and resulted in disparate reunification outcomes for African American children compared with Anglos. The four interrelated factors were drug involvement, a solo infant case, single mothers, and relative placements. A cohort of 21,763 children from the Texas Department of Family and Protective Services who were placed for the first time in care, who were under 13, and were either Anglo or African American were followed for 20 months or more post entry into care. Starting with an initial model consisting of main effects only and consistent with other studies, African American children had a 12% lower hazard rate of reunification compared to Anglo children. However, when a set of case profiles involving combinations of single parents, single infants, drug involvements, and kinship placements were crossed with race, the magnitude of the effect of race on hazard rates fanned out from no difference to as much as 68% that of Anglo children. The results show that racial disparities in outcomes resulting from complex, contextual decision-making cannot be modeled well with simple main effects models.
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"African American and African Caribbean Fathers." In Handbook of Father Involvement. Routledge, 2013. http://dx.doi.org/10.4324/9780203101414-25.

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Maxwell, William J. "The FBI Helped to Define the Twentieth-Century Black Atlantic, Both Blocking and Forcing Its Flows." In F.B. Eyes. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691130200.003.0005.

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This part marshals the largely uncompiled evidence of FBI author files to suggest that the worst suspicions about the stakeout of Paris noir were basically correct—that Wright was not too wrong, it follows, when he darkly joked that any African American “who is not paranoid is in serious shape,” at least if he or she sought literary license outside the United States during the Hoover era. Two decades before American involvement in World War II opened the floodgates of black Paris, the FBI began to influence the movements of expatriate Afro-modernists—this even as it manipulated “lit.-cop federalism” to nationalize itself in the mind of white America. In the French capital of black transnationalism, and satellites beyond, FBI agents and informers kept tabs on a network of black literary travelers they hoped to link by the vulnerabilities of statelessness alone. Thus, this book's fourth thesis: The FBI helped to define the twentieth-century Black Atlantic, both blocking and forcing its flows.
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Bachynski, Kathleen. "It’s All We’ve Got." In No Game for Boys to Play. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469653709.003.0009.

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Increased media coverage of college and professional college shaped beliefs about the benefits and risks of youth football. The importance attributed to high school football in schools and communities contributed to the expansion of football at the little league level. Football among elementary and middle school children increasingly served as a feeder system for the high school level of play. In addition, the appeal of future access to social and financial resources, including the hope of landing a college football scholarship and a potential professional career, became increasingly prominent in the latter half the twentieth century. The possibility of accessing higher education through football influenced how parents and players weighed the risks and benefits of the sport at the high school level and younger. The ways football improved perceived access to higher social standing and higher education contributed in part to the changing racial demographics of tackle football, particularly with the increasing involvement of African American athletes. Meanwhile, sportscasters’ glorification of “big hits” fostered celebration of football’s dangers even as sports organizers claimed both educational and physical benefits for the youth sport.
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10

"Adolescent-Parent Relationships in African American Families." In Adolescents, Families, and Social Development. Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444390896.ch8.

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Conference papers on the topic "African American Parent Involvement"

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Barnes, David L., and Odis Johnson. "The Influence Parent Socialization and School Environment has on African-American Adolescent Males’ Mathematics Self-Efficacy and Engineering Career Trajectory." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658772.

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Reports on the topic "African American Parent Involvement"

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Lee, Kirk. Perceptions of Hmong Parents in a Hmong American Charter School: a Qualitative Descriptive Case Study on Hmong Parent Involvement. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3100.

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